As instructional coaches, we often feel equipped to support teachers when they face a skill or knowledge gap. We plan modeling sessions, co-teach lessons and share resources that build instructional capacity. But when a teacher knows what to do and how to do it — and still doesn’t – we’re in different territory. We’re no longer facing a skill issue. We’re facing a will issue.
And for many coaches, that’s where things stall.
Many coaches become stuck when encountering resistance, apathy or a fixed mindset. These are not “how to” issues. These are “want to” issues — what psychologist Jim Collins might call the “who before the what.” And coaching “will” requires a different kind of strategy: one rooted in motivation, mindset and belief-building.
What are will issues?
A will issue occurs when a teacher possesses the skills and knowledge to do the work but is not motivated, invested or confident enough. Common indicators of will-based resistance include:
- Lack of follow-through despite prior planning
- Cynicism or passive compliance during collaboration
- Statements like “This won’t work with my kids” or “We’ve already tried that.”
- Avoidance of feedback or professional learning opportunities
These challenges aren’t rooted in competence but in internal blockers such as burnout, fear of failure or value misalignment.
Why it matters
Understanding the distinction between skill and will is critical for effective coaching. Coaches who misdiagnose a will issue as a skill issue may double down on modeling, planning, or professional learning, only to face repeated inaction. This mismatch can lead to coach frustration, teacher disengagement and stalled progress.
Most traditional coaching tools are designed for skill development. But when the real issue lies beneath the surface — in motivation, mindset, or meaning — coaches need a different toolkit.
What you can do: Dig Deeper with M.O.R.E.
Like Tiana in “The Princess and the Frog,” instructional coaches sometimes find that when strategies stall, it’s time to “dig a little deeper” — not just into what’s being done, but into why it matters and what’s getting in the way.
Dig Deeper is a nine-step framework to help instructional coaches respond to will-based resistance with clarity, empathy and strategy. It blends research-backed ideas about motivation, agency, burnout and mindset with practical coaching moves.
Before systematically exploring the Dig Deeper framework, it’s important to understand the lens that guides it: M.O.R.E.
M.O.R.E. stands for meaning, ownership, risk and energy — four internal drivers influencing whether a teacher takes action. When a teacher resists change, it’s often not because they don’t understand what to do but because something is off internally: they don’t see the value (Meaning), don’t feel agency (Ownership), fear failure (Risk) or are exhausted (Energy).
Once we recognize which domain drives the resistance, we can use the Dig Deeper framework to move the conversation forward with purpose and care.
While Dig Deeper offers nine steps, it’s not a checklist to complete in order. Think of it as a cycle, not a script. You don’t always start at step one or move through all nine. Instead, you enter at the point of resistance — guided by M.O.R.E. — and stay there long enough to shift what’s blocking momentum. Sometimes, the work happens at “Dismantle Risk” or “Explore Energy” and stays there. Other times, the path moves forward or circles back. The goal isn’t to finish — it’s to move meaningfully.
Dig Deeper is the road map that gives you the how-to coaching steps to guide the conversation or cycle. M.O.R.E. is the compass that helps you determine where to coach based on what’s blocking momentum, ensuring that we don’t just coach harder but coach smarter.
Dig Deeper framework with M.O.R.E.
Step 1
D – Diagnose the block
- Purpose: Identify whether you’re facing a skill or will issue. Is the teacher confused about what to do or reluctant to do it?
- Guided by the M.O.R.E. lens: Use M.O.R.E. to pinpoint Meaning, Ownership, Risk or Energy.
- Ask: “What’s getting in the way of progress right now?”
- Listen for:
- “I don’t know how to…” (skill issue)
- “I just don’t think this will work.” (will issue)
- Coach move: If it is a skill issue, fill the gap. If it is a will issue, continue with the Dig Deeper framework.
Step 2
I – Investigate meaning
- Purpose: Many teachers disengage not because they’re resistant but because they’ve lost sight of why the work matters. Explore whether the teacher sees purpose or value in the change. Reconnecting to purpose or value can reignite motivation.
- Guided by the M.O.R.E. lens: M – Meaning
- Ask:
- “Why might this matter to your students?”
- “What part of this connects to your core teaching values?”
- Coach move: Link changes to student outcomes or professional purpose.
- Ask:
Step 3:
G – Gauge ownership
- Purpose: People disconnect when they feel they have no voice or control. Helping teachers shape the work can build investment.
- Guided by the M.O.R.E. lens: O – Ownership
- Ask:
- “How would you like to adapt this to fit your classroom?”
- “What would make this feel more like your plan?”
- Coach move: Offer choices and co-create implementation plans.
- Ask:
Step 4:
D – Dismantle risk
- Purpose: Teachers may hesitate not because they are unwilling but because they are afraid to fail. The risk feels high. Your job is to lower it.
- Guided by the M.O.R.E. lens: R – Risk
- Ask:
- “What feels risky about trying this?”
- “What’s one way we could make this a low-pressure trial?”
- Coach move: Normalize imperfection. Celebrate attempts, not just outcomes.
- Ask:
Step 5:
E – Explore energy
- Purpose: Sometimes, resistance is exhaustion. Burnout, overload, or emotional depletion can look like apathy.
- Guided by the M.O.R.E. lens: E – Energy
- Ask:
- “What’s feeling heavy right now?”
- “What would feel energizing instead?”
- Coach move: Adjust pacing, reduce pressure, and offer space to reflect and refocus.
- Ask:
Step 6:
E – Elevate voice
- Purpose: Empower teachers by reinforcing their agency and celebrating their insights. Highlight moments when they took the initiative or showed resilience.
- Guided by the M.O.R.E. lens: O – Ownership (revisited to build empowerment)
- Ask:
- “What decision are you most proud of recently?”
- “What would you try if you trusted your voice more?”
- Coach move: Use language that positions the teacher as capable and creative. Reinforce teacher’s ideas, decisions, and growth.
- Ask:
Step 7:
P – Pilot a small win
- Purpose: Belief is built through success. Help the teacher design a micro-goal they can try quickly and reflect on.
- Guided by the M.O.R.E. lens: Mapped to whichever M.O.R.E. domain was the lowest
- Ask:
- “What’s the smallest step forward we can take?”
- “How could we test this without high stakes?”
- Coach move: Frame it as an experiment, not a commitment. Design a low-risk, success-driven trial step.
- Ask:
Step 8:
E – Examine belief
- Purpose: Unpack the internal stories a teacher might tell themselves: “I’m not good at this.” “This won’t work for my students.”
- Guided by the M.O.R.E. lens: Often tied to all 4 M.O.R.E. domains
- Ask:
- “What do you believe about your ability to do this well?”
- “What past experience might be shaping your reaction?”
- Coach move: Gently challenge limiting beliefs and offer alternative narratives.
- Ask:
Step 9:
R – Reflect & Reinforce
- Purpose: When a teacher makes progress, stop and reflect. Let them name the success. Help them articulate what they did to create it to build self-efficacy and create momentum.
- Guided by the M.O.R.E. lens: Revisit how Meaning, Ownership, Risk, or Energy shifted
- Ask:
- “What worked and why?”
- “What did you do that helped this succeed?”
- Coach move: Celebrate success, affirm agency, and plan the next steps.
- Ask:
Remember, will issues aren’t signs of a “bad” teacher. They’re signs that something deeper needs attention. Coaches who dig deeper don’t push harder—they ask better questions. They meet teachers with empathy, curiosity and strategy.
Because when you dig deeper, you don’t just change practice. You help transform belief.
Opinions expressed by SmartBrief contributors are their own.
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